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Pesticide Illness Surveillance
Nitrous Oxide Organic Solvents Osmium Tetroxide Ozone Pesticide Illness & Injury Surveillance Overview of SENSOR-Pesticides Case definition, Severity Index and Standardized Variables MMWR Articles Articles in Peer-Reviewed Journals SPIDER Database Software State-based Pesticide Poi...
Beacon Learning Center: That Was Alpha Smart of You
or peers, as appropriate. LA.B.2.3.4.6.1 The student uses electronic technology appropriate to writing tasks (including but not limited to the Internet, databases and software) to create, revise, retrieve, and verify information. Florida Process Standards Effective Communicators 02 Florida student...
Silica
Nitrous Oxide Organic Solvents Osmium Tetroxide Ozone Pesticide Illness & Injury Surveillance Overview of SENSOR-Pesticides Case definition, Severity Index and Standardized Variables MMWR Articles Articles in Peer-Reviewed Journals SPIDER Database Software State-based Pesticide Poi...
Scholastic: Summary of Recent District Installations
Honeywell Instant Alert (http://www.honeywell.com/instantalert) How his schools use it: We use it for any sort of mass communication, such as class registration, event notification,attendance, parent surveys, standardized testing reminders, and emergencies. Why they like it: Imagine you have...
 Microsoft Word - sciencesol.doc
Science Standards of Learning 3 • handling glass tubing and other glassware, sharp objects, and labware; • handling natural gas burners, Bunsen burners, and other sources of flame/heat; • working in or with direct sunlight (sunburn and eye damage); • using extreme t...
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Science Standards of Learning 3 • handling glass tubing and other glassware, sharp objects, and labware; • handling natural gas burners, Bunsen burners, and other sources of flame/heat; • working in or with direct sunlight (sunburn and eye damage); • using extreme temperatures and cryogenic materials; • handling hazardous chemicals including toxins, carcinogens, and flammable and explosive materials; • producing acid/base neutralization reactions/dilutions; • producing toxic gases; • generating
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http://www.doe.virginia.gov/VDOE/Superintendent/Sols/sciencesol.pdf#page=7
www.doe.virginia.gov/VDOE/Superintendent/Sols/sciencesol.pdf#page=7
Science Standards of Learning 3 • <span class="highlight">handling</span> glass tubing and other glassware, sharp objects, and labware; • <span class="highlight">handling</span> natural gas burners, Bunsen burners, and other sources of flame/heat; • working in or with direct sunlight (sunburn and eye damage); • using extreme temperatures and cryogenic materials; • <span class="highlight">handling</span> hazardous chemicals including toxins, carcinogens, and flammable and explosive materials; • producing acid/base neutralization reactions/dilutions; • producing toxic gases; • generating
Civics
and the importance of civic participation in the democratic process. This course stresses application, problem-solving, higher-order thinking skills, and the use of classroom performance-based/open-ended assessments with rubrics. One year of Civics or Civics/Government is required by the St...
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and the importance of civic participation in the democratic process. This course stresses application, problem-solving, higher-order thinking skills, and the use of classroom performance-based/open-ended assessments with rubrics. One year of Civics or Civics/Government is required by the Standards for Accreditation for Smart Core graduates. Strand Standards Citizenship 1. Students shall examine citizenship. 2. Students shall examine the rights
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http://arkansased.org/teachers/pdf/civics_2006.pdf#page=2
arkansased.org/teachers/pdf/civics_2006.pdf#page=2
and the importance of civic participation in the democratic process. This course stresses application, problem-solving, higher-order thinking skills, and the use of classroom performance-<span class="highlight">based</span>/open-ended assessments with rubrics. One year of Civics or Civics/Government is required by the Standards for Accreditation for <span class="highlight">Smart</span> Core graduates. Strand Standards Citizenship 1. Students shall examine citizenship. 2. Students shall examine the rights
Civics
the concepts of rights and responsibilities, the role of political parties and interest groups, and the importance of civic participation in the democratic process. This course stresses application, problem-solving, higher-order thinking skills, and the use of classroom performance-based/ope...
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the concepts of rights and responsibilities, the role of political parties and interest groups, and the importance of civic participation in the democratic process. This course stresses application, problem-solving, higher-order thinking skills, and the use of classroom performance-based/open-ended assessments with rubrics. One year of Civics/Government or Civics is required by the Standards of Accreditation for Smart Core graduates. Strand Standards
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http://arkansased.org/teachers/pdf/civics_amgov_2006.pdf#page=2
arkansased.org/teachers/pdf/civics_amgov_2006.pdf#page=2
the concepts of rights and responsibilities, the role of political parties and interest groups, and the importance of civic participation in the democratic process. This course stresses application, problem-solving, higher-order thinking skills, and the use of classroom performance-<span class="highlight">based</span>/open-ended assessments with rubrics. One year of Civics/Government or Civics is required by the Standards of Accreditation for <span class="highlight">Smart</span> Core graduates. Strand Standards
KINDERGARTEN
appropriate System International (SI) units (i.e., grams, meters, liters, degrees Celsius, and seconds); and SI prefixes (i.e., micro-, milli-, centi-, and kilo-) when measuring objects and/or events. Process Standard 2: Classify - Classifying establishes order. Objects and events are class...
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appropriate System International (SI) units (i.e., grams, meters, liters, degrees Celsius, and seconds); and SI prefixes (i.e., micro-, milli-, centi-, and kilo-) when measuring objects and/or events. Process Standard 2: Classify - Classifying establishes order. Objects and events are classified based on similarities, differences, and interrelationships. The student will accomplish these objectives to meet this process standard. 1. Using observable properties, place an object or event into a
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http://sde.state.ok.us/Curriculum/PASS/Subject/science.pdf#page=18
sde.state.ok.us/Curriculum/PASS/Subject/science.pdf#page=18
spring scales, stopwatches) to measure objects, organisms, and/or events. 3. Use appropriate <span class="highlight">System</span> International (SI) units (i.e., grams, meters, liters, degrees Celsius, and seconds); and SI prefixes (i.e. micro-, milli-, centi-, and kilo-) when measuring objects, organisms and/or events. Process Standard 2: Classify - Classifying establishes order. Objects, organisms, and events are classified <span class="highlight">based</span> on similarities, differences, and interrelationships. The student will accomplish these
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http://sde.state.ok.us/Curriculum/PASS/Subject/science.pdf#page=22
sde.state.ok.us/Curriculum/PASS/Subject/science.pdf#page=22
spring scales, stopwatches) when measuring objects, organisms, and/or events. 3. Use appropriate <span class="highlight">System</span> International (SI) units (i.e., grams, meters, liters, degrees Celsius, and seconds); and SI prefixes (i.e., micro-, milli-, centi-, and kilo-) when measuring objects, organisms, and/or events. Process Standard 2: Classify - Classifying establishes order. Objects, organisms, and events are classified <span class="highlight">based</span> on similarities, differences, and interrelationships. The student will accomplish these
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http://sde.state.ok.us/Curriculum/PASS/Subject/science.pdf#page=26
sde.state.ok.us/Curriculum/PASS/Subject/science.pdf#page=26
spring scales, stopwatches) when measuring objects, organisms, and/or events. 3. Use appropriate <span class="highlight">System</span> International (SI) units (i.e., grams, meters, liters, degrees Celsius, and seconds); and SI prefixes (i.e., micro-, milli-, centi-, and kilo-) when measuring objects, organisms and/or events. Process Standard 2: Classify - Classifying establishes order. Objects, organisms, and events are classified <span class="highlight">based</span> on similarities, differences, and interrelationships. The student will accomplish these
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http://sde.state.ok.us/Curriculum/PASS/Subject/science.pdf#page=30
sde.state.ok.us/Curriculum/PASS/Subject/science.pdf#page=30
1. Using observable properties, place an object or <span class="highlight">event</span> into a classification <span class="highlight">system</span>. 2. Identify the properties by which a classification <span class="highlight">system</span> is <span class="highlight">based</span>. Process Standard 3: Experiment - Experimenting is a method of discovering information. It requires making observations and measurements to test ideas. The student will accomplish these objectives to meet this process standard. 1. Evaluate the design of a physical science investigation. 2. Identify the independent variables
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http://sde.state.ok.us/Curriculum/PASS/Subject/science.pdf#page=34
sde.state.ok.us/Curriculum/PASS/Subject/science.pdf#page=34
graduated cylinder, thermometer, balances, stopwatches) when measuring cells, organisms, populations, and ecosystems. 3. Use appropriate <span class="highlight">System</span> International (SI) units (i.e., grams, meters, liters, degrees Celsius, and seconds); and SI prefixes (i.e., micro-, milli-, centi-, and kilo-) when measuring cells, organisms, populations, and ecosystems. Process Standard 2: Classify - Classifying establishes order. Organisms and events are classified <span class="highlight">based</span> on similarities, differences, and interrelationships
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http://sde.state.ok.us/Curriculum/PASS/Subject/science.pdf#page=38
sde.state.ok.us/Curriculum/PASS/Subject/science.pdf#page=38
properties, place an object or <span class="highlight">event</span> (i.e., chemical versus physical, electrons into charge, electron levels, and reaction types) into a classification <span class="highlight">system</span>. 2. Identify properties by which a classification <span class="highlight">system</span> is <span class="highlight">based</span>. Process Standard 3: Experiment - Experimenting is a method of discovering information. It requires making observations and measurements to test ideas. The student will accomplish these objectives to meet this process standard. 1. Evaluate the design of a chemistry laboratory
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http://sde.state.ok.us/Curriculum/PASS/Subject/science.pdf#page=41
sde.state.ok.us/Curriculum/PASS/Subject/science.pdf#page=41
appropriate <span class="highlight">System</span> International (SI) units (i.e., grams, meters, liters, degrees Celsius, and seconds); and SI prefixes (i.e., micro-, milli-, centi-, and kilo-) when measuring objects and/or events. Process Standard 2: Classify - Classifying establishes order. Objects and events are classified <span class="highlight">based</span> on similarities, differences, and interrelationships. The student will accomplish these objectives to meet this process standard. 1. Using observable properties, place an object or <span class="highlight">event</span> into a
WYOMING LANGUAGE ARTS
How the format of standards documents might be improved to make them more uniform, more understandable, and more useful. e. How urgent the need for substantive revision of the standards is in each content area The 2008 standards reflect formatting rather than substantive changes. Substantive revisi...
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How the format of standards documents might be improved to make them more uniform, more understandable, and more useful. e. How urgent the need for substantive revision of the standards is in each content area The 2008 standards reflect formatting rather than substantive changes. Substantive revisions to standards in all content areas will be recommended based on conclusions from the 2008 standards review and continuing work by content review committees and other stakeholder groups between 2008 and
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http://www.k12.wy.us/SA/standards/Standards%202008%20Math.pdf#page=9
www.k12.wy.us/SA/standards/Standards%202008%20Math.pdf#page=9
How the format of standards documents might be improved to make them more uniform, more understandable, and more useful. e. How urgent the need for substantive revision of the standards is in each content area The 2008 standards reflect formatting rather than substantive changes. Substantive revisions to standards in all content areas will be recommended <span class="highlight">based</span> on conclusions from the 2008 standards review and continuing work by content review committees and other stakeholder groups between 2008 and
Standard 1: Number and Operation
Students record results of activities involving chance and make predictions based on data with many significant errors. 2.3.5. Describe the likelihood of an event, e.g., cloudy, it may rain Students describe in extensive detail the likelihood of an event. Students describe in a...
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Students record results of activities involving chance and make predictions based on data with many significant errors. 2.3.5. Describe the likelihood of an event, e.g., cloudy, it may rain Students describe in extensive detail the likelihood of an event. Students describe in adequate detail the likelihood of an event. Students describe in some detail the likelihood of an event. Students describe in limited detail the likelihood of an event. Grade 3 DATA COLLECTION, DISPLAY, AND
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http://www.dpi.state.nd.us/standard/content/math/math.pdf#page=53
www.dpi.state.nd.us/standard/content/math/math.pdf#page=53
Students record results of activities involving chance and make predictions <span class="highlight">based</span> on data with many significant errors. 2.3.5. Describe the likelihood of an <span class="highlight">event</span>, e.g., cloudy, it may rain Students describe in extensive detail the likelihood of an <span class="highlight">event</span>. Students describe in adequate detail the likelihood of an <span class="highlight">event</span>. Students describe in some detail the likelihood of an <span class="highlight">event</span>. Students describe in limited detail the likelihood of an <span class="highlight">event</span>. Grade 3 DATA COLLECTION, DISPLAY, AND
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